Collaborative Online International Learning (COIL)

Rubin, Jon

doi:10.4324/9781351254885-15

Cited by 47 publications

(76 citation statements)

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“…Rubin et al (2020) agree that COIL extends authentic opportunities for both transnational and intercultural learning to college students. Meanwhile, Ceo-DiFrancesco and Bender-Slack (2016) outlined the process of course implementation between Xavier University in the USA with the Universidad Antonio Ruiz de Montoya in Lima, Peru.…”

Section: Collaborative Online International Learningmentioning

confidence: 95%

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Garcia

Smith

Burger

et al. 2023

JIEB

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Purpose This study aims to provide a case example of two partner institutions and business faculty who creatively used a collaborative online international learning (COIL) experience during the height of the COVID-19 pandemic and transition to online learning to internationalize an undergraduate business class and use existing technology to offer a case study project to further students’ global mindset. Design/methodology/approach Using open-ended qualitative comments from an American college and a Peruvian university, researchers uncovered key themes from a virtual COIL-based learning experience offered as part of an international business class. Findings Student end-of-course evaluation comments from both countries validated the success of the learning experience and value of working together with other students and faculty in a virtual setting. Research limitations/implications Areas for future research are provided to extend these initial exploratory findings. However, the implications are clear that the methodology is also appropriate in nonpandemic situations and can quickly bring a global mindset to remote corners of the globe and ensure all students experience the “virtual” study abroad, even when there are travel limitations or budget restrictions for students or the institutions. Practical implications The implementation detail provided can be easily replicated by other institutions with a global mindset and internationalization goals. Social implications The proliferation of COIL-based experiences will impact how study abroad experiences are defined and offered in the future. Originality/value While researchers have documented COIL experiences in the academic literature, their use during the COVID-19 pandemic, as often the only solution for on-going internationalization, has not been thoroughly studied or documented. In addition, the class activities further used team-based international workplace pedagogy, authentic engagement and technology.

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Section: Collaborative Online International Learningmentioning

confidence: 95%

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Garcia

Smith

Burger

et al. 2023

JIEB

View full text Add to dashboard Cite

show abstract

“…This resonates with the Sustainable Development Goals, where goal 17, titled 'Partnerships for the goals', has the headline goal to 'Strengthen the means of implementation and revitalize the global partnership for sustainable development' (https:// sustainabledevelopment.un.org/sdg17). Rubin (2017) tells us that "While many large universities collaborate internationally on research, very few have significant experience with intensive collaborative networking in pedagogy (the theory of teaching)" and he reports on an international initiative, COIL, where "teachers from two cultures work together to develop a shared syllabus, emphasising experiential and collaborative student learning. "…”

Section: What About International Collaboration?mentioning

confidence: 99%

Solutions

Heller¹

2021

SpringerBriefs in Education

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Universities should develop a system of trust in academic staff to replace managerialism, replace competition with collaboration, and adopt a global perspective to educational inequalities. Three new programmes are proposed. Universities should place education in a framework of environmental sustainability—the Distributed University, moving to online learning which will become the main mode of university education in the future.

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“…Through Collaborative Online International Learning (COIL) students in higher education have the chance to live an internationalized education experience as a valuable part of their degree and are valued as useful approaches are a complement to traditionally-delivered courses (De Castro et al, 2019;King Ramírez, 2020) and it represents an emerging pedagogy, associated with the "umbrella" term (O'Dowd, 2021). It gives students and instructors the chance to co-develop a project by collaborating internationally with their peers in an online context (Rubin, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…The development of digital literacy, or the ability to effectively find, identify, evaluate and use information online, as well as "digital citizenship, " defined as the ability to participate in society online (Mossberger et al, 2008), is also crucial when connecting "virtually" (Harshman and Augustine, 2013). As a consequence, it can be considered a learning paradigm rather than a mere "technological platform" (Rubin, 2017). Hildeblando Júnior and Finardi (2018) and Guimarães et al (2019) believe that to foster an ecology of knowledge and languages internationalization of higher education is needed, and that more multilingual perspectives such as COIL should be implemented.…”

Section: Introductionmentioning

confidence: 99%

“…Although the initial COIL projects were fully coined in 2006 (Rubin, 2017), due to the global coronavirus pandemic, COIL partnership has gained territory in the field of education (Ingram et al, 2021). Before the pandemic, COILs were seen as valuable approaches thanks to the paradigm of innovation that provided students and teachers with an international perspective of global citizenship (Nava-Aguirre et al, 2019;Vahed and Rodriguez, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

et al. 2023

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Collaborative Online International Learning experiences have gained popularity and presence in the last years, but the motivational impact they have on future Primary Education teachers in the field of teacher training education is to be researched. We present a quantitative study that tries to estimate the level of motivation of teacher training students that are in the trilingual degree in the Basque Country. This study examines the level of confidence, attention, satisfaction and relevance of learners in higher education according to Keller’s ARCS model of motivation. It compares the results obtained between learners that have taken part in the Collaborative Online International Learning project, from now on COIL, and those that did not have the opportunity to take part in the virtual exchange and that had to develop the project in the traditional way. It also reflects the opinions they have regarding the general satisfaction of the project. The study involved 43 students from the UPV/EHU (University of the Basque Country) and students from Masaryk University. The data was collected through a validated questionnaire IMMS created in Google Forms. Key findings include that this faculty driven intervention that in all the dimensions, except Satisfaction, show significance results. Therefore, it is confirmed that the dimensions of Attention, Relevance, Confidence, as well as the overall score of the instrument (Global IMMS), show significant differences between the two groups analyzed. The exceptionality of the Satisfaction dimension is very close to the rejection zone of the null hypothesis. This helps us to underline the positive value of the implementation of virtual exchanges and it is therefore concluded that the greater motivation, the higher the degree of positive attitudes towards taking part in virtual exchanges. These results allow decisions to be taken with regard to implementing these experiences in the initial training of teachers, since the data that has been collected has direct implications for global learning engagement level and as an effective pedagogical approach to prepare all students to cope with the requirements that a 21st century society has.

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Collaborative Online International Learning (COIL)

Cited by 47 publications

References 0 publications

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

Increasing global mindset through collaborative online international learning (COIL): internationalizing the undergraduate international business class

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Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

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